Level 1 Award / Certificate in Sugarcraft (7159-01/11) · 2 City & Guilds Level 1 Award /...

Level 1 Award / Certificate in Sugarcraft (7159-01/11)

September 2017

Version 2.1 (September 2017)

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2 City & Guilds Level 1 Award / Certificate in Sugarcraft (7159-01/11)

Qualification at a glance

Subject area Sugarcraft

City & Guilds number 7159

Age group approved All

Assessment Assignments

Fast track Available

Support materials Centre handbook

Assessment pack

Registration and certification

Consult the Walled Garden/Online Catalogue for last dates

Title and level City & Guilds number

Accreditation number

Level 1 Award in Sugarcraft (Royal Icing Techniques)

7159-01 600/7396/2

Level 1 Award in Sugarcraft (Pastillage)

7159-01 600/7404/8

Level 1 Award in Sugarcraft (Gateau)

7159-01 600/7399/8

Level 1 Award in Sugarcraft (Sugar Floral Display)

7159-01 600/7400/0

Level 1 Award in Sugarcraft (Sugarpaste Techniques)

7159-01 600/7397/4

Level 1 Award in Sugarcraft (Wired Floral Corsage)

7159-01 600/7401/2

Level 1 Award in Sugarcraft (Cupcakes and Cake Pops)

7159-01 600/7405/X

Level 1 Award in Sugarcraft (Chocolate Coverings)

7159-01 600/7402/4

Level 1 Award in Sugarcraft (Sampling Sugar Mediums)

7159-01 600/8876/X

Level 1 Certificate in Sugarcraft 7159-11 600/7407/3

Version and date Change detail Section

2.0 May 2013 New award added to the structure Structure

2.1 September 2017 Added GLH and TQT

Removed QCF

Structure

Appendix 1

City & Guilds Level 1 Award / Certificate in Sugarcraft (7159-01/11) 3

Contents

1 Introduction 4

Structure 5

2 Centre requirements 10

Approval 10

Resource requirements 10

Learner entry requirements 11

3 Delivering the qualification 12

Initial assessment and induction 12

Support materials 12

Recording documents 12

4 Assessment 13

Assessment of the qualifications 13

Assessment strategy 13

Recognition of prior learning (RPL) 13

5 Units 14

Unit 101 Exploring design ideas 15

Unit 102 Sampling ideas and techniques in sugar mediums 19

Unit 103 Royal icing techniques 22

Unit 104 Decorate mini cakes with sugarpaste 26

Unit 105 Decorate a gateau 30

Unit 106 Create a sugar floral display 34

Unit 107 Create a wired sugar floral corsage 38

Unit 108 Decorative techniques with chocolate coverings 42

Unit 109 Creating decorated pastillage plaques 47

Unit 110 Decorating cupcakes and cake pops 51

Appendix 1 Sources of general information 56


1 Introduction

This document tells you what you need to do to deliver the qualifications:

Area Description

Who is are the qualifications for?

For learners who work or want to work in cake decoration whilst developing their creative cake decorating skills

What do the qualifications cover?

They allow learners to learn, and use sugar as a creative medium to develop and practise Sugarcraft and cake decoration skills required for career progression

What opportunities for progression are there?

They allow learners to progress onto the following City & Guilds qualifications:

City & Guilds Level 2 Award in Sugarcraft

City & Guilds Level 2 Certificate in Sugarcraft

City & Guilds Level 2 Diploma Sugarcraft


Structure

To achieve the Level 1 Award in Sugarcraft (Sampling Sugar Mediums), learners must achieve 3 credits from the mandatory unit

Unit accreditation number

City & Guilds unit number

Unit title Credit value

Mandatory

H/504/5581 102 Sampling ideas and techniques in sugar mediums

3

To achieve the Level 1 Award in Sugarcraft (Royal Icing Techniques) learners must achieve 4 credits from the mandatory unit




Mandatory

T/504/5584 103 Royal icing techniques

4

To achieve the Level 1 Award in Sugarcraft (Sugarpaste Techniques) learners must achieve 4 credits from the mandatory unit




Mandatory

F/504/5586 104 Decorate mini cakes with sugarpaste

4

To achieve the Level 1 Award in Sugarcraft (Gateau) learners must achieve 4 credits from the mandatory unit




Mandatory

D/504/5577 105 Decorate a gateau

4


To achieve the Level 1 Award in Sugarcraft (Sugar Floral Display)

learners must achieve 4 credits from the mandatory unit




Mandatory

J/504/5587 106 Create a sugar floral display

4

To achieve the Level 1 Award in Sugarcraft (Wired Floral Corsage)





Mandatory

L/504/5588 107 Create a wired sugar floral corsage

4

To achieve the Level 1 Award in Sugarcraft (Chocolate Coverings)





Mandatory

J/504/5590 108 Decorative techniques with chocolate coverings

4

To achieve the Level 1 Award in Sugarcraft (Pastillage) learners must achieve 4 credits from the mandatory unit




Mandatory

L/504/5591 109 Creating decorated pastillage plaques

4


To achieve the Level 1 Award in Sugarcraft (Cupcakes and Cake Pops) learners must achieve 4 credits from the mandatory unit




Mandatory

R/504/5592 110 Decorating cupcakes and cake pops

4


To achieve the Level 1 Certificate in Sugarcraft, learners must achieve a minimum of 14 credits, 6 credits must come from the mandatory units and a minimum of 8 credits must come from the optional units.




Mandatory

H/503/7139 101 Exploring design ideas

3

H/504/5581

102 Sampling ideas and techniques in sugar mediums

3

Optional

T/504/5584

103 Royal icing techniques

4

F/504/5586

104 Decorate mini cakes with sugarpaste

4

D/504/5577

105 Decorate a gateau 4

J/504/5587

106 Create a sugar floral display

4

L/504/5588

107 Create a wired sugar floral corsage

4

J/504/5590

108 Decorative techniques with chocolate coverings

4

L/504/5591

109 Creating decorated pastillage plaques

4

R/504/5592

110 Decorating cupcakes and cake pops

4


Total Qualification Time

Total Qualification Time (TQT) is the total amount of time, in hours, expected to be spent by a Learner to achieve a qualification. It includes both guided learning hours (which are listed separately) and hours spent in preparation, study and assessment.

Title and level GLH TQT

Level 1 Award In Sugarcraft - Cupcakes and Cake Pops

20 40

Level 1 Certificate In Sugarcraft

115 140

Level 1 Award In Sugarcraft - Royal Icing Techniques

31 40

Level 1 Award In Sugarcraft - Sugarpaste Techniques

30 40

Level 1 Award In Sugarcraft - Sugar Floral Display

32 40


Centre requirements

Approval

If your Centre is approved to offer the Level 1 Award/Certificate in Creative Techniques - Sugarcraft (7111-07/17) you can apply for the new Level 1 Award in Sugarcraft (7159-01) and Level 1 Certificate in Sugarcraft (7159-11) approval using the fast track approval form, available from the City & Guilds website.

Centres should use the fast track form if:

there have been no changes to the way the qualifications are delivered, and

they meet all of the approval criteria in the fast track form guidance notes.

Fast track approval is available for 12 months from the launch of the qualification. After 12 months, the Centre will have to go through the standard Qualification Approval Process. The centre is responsible for checking that fast track approval is still current at the time of application.

To offer these qualifications, new centres will need to gain both centre and qualification approval. Please refer to the Centre Manual - Supporting Customer Excellence for further information.

Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualifications before designing a course programme.

Resource requirements

Centre staffing

Staff delivering these qualifications must be able to demonstrate that they meet the following occupational expertise requirements. They should:

be occupationally competent or technically knowledgeable in the areas for which they are delivering training and/or have experience of providing training. This knowledge must be to the same level as the training being delivered

have recent relevant experience in the specific area they will be assessing

have credible experience of providing training.

Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but cannot internally verify their own assessments.


Assessors and Internal Quality Assurer

Assessor/Internal Quality Assurer TAQA qualifications are valued as qualifications for centre staff, but they are not currently a requirement for the qualifications

Continuing professional development (CPD)

Centres must support their staff to ensure that they have current knowledge of the occupational area, that delivery, mentoring, training, assessment and verification is in line with best practice, and that it takes account of any national or legislative developments.

Learner entry requirements

City & Guilds does not set entry requirements for these qualifications However, centres must ensure that learners have the potential and opportunity to gain the qualifications successfully.

Age restrictions

There is no age restriction for these qualifications unless this is a legal requirement of the process or the environment.


2 Delivering the qualification

Initial assessment and induction

An initial assessment of each learner should be made before the start of their programme to identify:

if the learner has any specific training needs,

support and guidance they may need when working towards their qualifications.

any units they have already completed, or credit they have accumulated which is relevant to the qualifications.

the appropriate type and level of qualification.

We recommend that centres provide an induction programme so the learner fully understands the requirements of the qualifications, their responsibilities as a learner, and the responsibilities of the centre. This information can be recorded on a learning contract.

Support materials

The following resources are available for these qualifications:

Description How to access

Assessment Pack for centres www.cityandguilds.com

Fast track approval forms www.cityandguilds.com

Recording documents

Learners and centres may decide to use a paper-based or electronic method of recording evidence.

City & Guilds endorses several ePortfolio systems, including our own, Learning Assistant, an easy-to-use and secure online tool to support and evidence learners’ progress towards achieving qualifications. Further details are available at: www.cityandguilds.com/eportfolios.

http://www.cityandguilds.com/



3 Assessment

Assessment of the qualifications

All units are assessed by assignments.

Please refer to the City & Guilds assessment pack which can be found at www.cityandguilds.com

Assessment strategy

Assessments

This qualification is assessed by assignments. These assignments assess in a number of ways to provide a clear indication of learner knowledge and skills. These include:

practical tasks

knowledge and understanding tasks.

The assessments are set by City & Guilds and are administered by the centre when the learner is ready. They are graded internally, using the information provided and the outcomes recorded on the documents provided by City & Guilds. Assessments are subject to internal and external verification.

For further details please refer to the Assessment Pack.

Recognition of prior learning (RPL)

Recognition of prior learning means using a person’s previous experience or qualifications which have already been achieved to contribute to a new qualification.

RPL is not allowed for this qualification.



4 Units

Availability of units

The following units are also on The Register of Regulated Qualifications: http://register.ofqual.gov.uk/Unit

Structure of units

These units each have the following:

City & Guilds reference number

unit accreditation number

title

level

credit value

unit aim

endorsement by a sector or other appropriate body

information on assessment

learning outcomes which are comprised of a number of assessment criteria

Summary of units

Unit Title UAN Credits

101 Exploring design ideas H/503/7139 3

102 Sampling ideas and techniques in sugar mediums

H/504/5581 3

103 Royal icing techniques T/504/5584 4

104 Decorate mini cakes with sugarpaste F/504/5586 4

105 Decorate a gateau D/504/5577 4

106 Create a sugar floral display J/504/5587 4

107 Create a wired sugar floral corsage L/504/5588 4

108 Decorative techniques with chocolate coverings

J/504/5590 4

109 Creating decorated pastillage plaques L/504/5591 4

110 Decorating cupcakes and cake pops R/504/5592 4

http://register.ofqual.gov.uk/Unit


Unit 101 Exploring design ideas

UAN: H/503/7139

Level: Level 1

Credit value: 3

GLH: 28

Relationship to NOS: This unit is linked to the following National Occupational Standards for Creative and Cultural Skills : CR 6, 8, 9, 13, 14, 15, 17, 21, 22, 24, 30, 31

DES 5, 8, 10, 11

Endorsement by a sector or regulatory body:

This unit is endorsed by Creative and Cultural Skills, the Sector Skills Council for Craft and Design.

Aim: This unit provides the learner with the practical skills and knowledge needed to understand how simple design ideas are created using materials for colour, line and texture.

Learning outcome

The learner will:

1. Know how to work safely and effectively when exploring design ideas

Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to tools and equipment used in basic design work

1.2 Identify health and safety risks relating to materials used in basic design work

Range

Regulations

COSHH, Health and Safety at Work Act

Tools and equipment

adhesive , cutting tools, drawing tools, applicators

Materials

colouring mediums, graphite, papers


Learning outcome

The learner will:

2. Be able to prepare for design work

Assessment criteria

The learner can:

2.1 Select craft materials to sample design ideas

2.2 Select tools and equipment to sample design ideas

2.3 Store craft materials, tools and equipment correctly

Range

Craft materials

common craft materials related to design – papers, drawing mediums, colouring mediums and similar items

Tools and equipment

adhesive, cutting tools, drawing tools, applicators

Learning outcome

The learner will:

3. Be able to experiment with design ideas

Assessment criteria

The learner can:

3.1 Experiment with design materials to create visuals

3.2 Explore the potential of design materials through experimentation

Range

Experiment

eg bend, fold, ease, cut, colour

Explore the potential

use materials to experiment where there is no known outcome

Learning outcome

The learner will:

4. Be able to experiment with different materials, mediums and techniques to create designs

Assessment criteria

The learner can:

4.1 Create a primary and secondary colour wheel with colouring materials

4.2 Create gradations of primary colours with colouring materials


4.3 Create accent colours

4.4 Create marks and lines using mediums

4.5 Create low relief using mediums

4.6 Make overlays

4.7 Create contrast using overlays

4.8 Create visual texture using mediums

Range

Primary

magenta, cyan and yellow

Secondary

violet, green and orange

Gradations of primary colours

a colour ladder to show the central primary colour working out in stages to white and to black

Accent colours

a small proportion of the complimentary colour adjacent to its primary

Mediums

Wet mediums

eg Ink, paint and similar items

Dry mediums

eg crayon, graphite, wax and similar items

Marks

contrasting lines, expressive lines, dots, dashes and similar drawn expressions

Low relief

low level 3D effects

Overlays

transparent or translucent materials layered over underlying materials

Visual texture

eg colour discharge, resists, rubbing, sponging, spraying, stippling, and similar


Learning outcome

The learner will:

5. Be able to evaluate and record design work

Assessment criteria

The learner can:

5.1 Produce records of design ideas

5.2 Evaluate results of design work

Range

Records

written record

visual record

the experimentations undertaken, or photographs where the life of the materials renders storage impractical

Evaluate

Identify strengths and weaknesses of the designs undertaken


Unit 102 Sampling ideas and techniques in sugar mediums

UAN: H/504/5581

Level: Level 1

Credit value: 3

GLH: 30


This unit is endorsed by Improve, the Sector Skills Council for Food and Drink

Aim: This unit provides the practical skills and knowledge for working with traditional and non traditional tools in sugar mediums. Learners will use a variety of sugar mediums to develop simple sugarcraft design ideas and techniques.

Learning outcome

The learner will:

1. Be able to work safely and effectively using tools and equipment with sugar mediums

Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to working with sugar mediums

1.2 Identify health and safety risks relating to ingredients and materials used in sampling sugar mediums

1.3 Use tools, equipment and materials safely when sampling sugar mediums

Range

Regulations

Health and Safety at Work Act, Food Hygiene, PAT testing

Tools and Equipment

eg: knives, piping tubes, icing ruler, scrapers, cutters, embossers, wires, tapes

Sugar Mediums

Royal icing, sugarpaste, pastillage marzipan, flowerpaste,

Chocolate covering, creams


Risks

eg Dusts, temperature control

Ingredients and materials

eg Icing sugar, albumens, albumen strengtheners, glucose, glycerine, almonds, caster sugar, fats, chocolate, food colouring, dusts

Use tools, equipment and materials safely

Daily use and maintenance eg care, cleaning and storage, visual checks of electrical equipment

Use of PPE: masks, apron, surface protection.

Learning outcome

The learner will:

2. Be able to experiment with sugar mediums and techniques for sugarcraft design

Assessment criteria

The learner can:

2.1 Select tools and equipment for sampling a range of techniques

2.2 Select materials to sample sugarcraft techniques

2.3 Prepare materials for sampling with sugar mediums

2.4 Manipulate sugar mediums to create decorative ideas using traditional and non-traditional tools

2.5 Experiment with sugar mediums and techniques to explore their potential using

colour

line

texture

Range

Range of Techniques

eg Coating, piping, modelling, mixing, marking, moulding, assembling components

Materials

Royal icing, sugarpaste, marzipan, pastillage, flowerpaste, chocolate covering, creams, wires, tapes, food colourings

Prepare

eg mix, colour, consistency, equipment to food safety standards

Manipulate

Eg rolling, embossing, piped patterns, marking, shaping, curling, colouring, assembling components

Traditional tools

eg Knives, ruler, piping tubes, scrapers, cutters, modelling tools


Non-Traditional tools

eg food safe packaging, pasta, kitchen equipment

Experiment

Create samples of experimentation. Record the process using written or visual records – photographs or simple sketches.

Techniques

Use techniques equivalent to those specified in level 1 units 103-110

Explore their potential

Use sugar mediums to experiment where there is no known outcome

Learning outcome

The learner will:

3. Be able to evaluate and present samples of sugarcraft design ideas and techniques

Assessment criteria

The learner can:

3.1 Evaluate results of techniques sampled

3.2 Present finished samples in a style for display purposes

Range

Evaluate

Identify strengths and weaknesses of the techniques and sampling undertaken

Present finished samples

Present samples of experimentations in a folio, sketch book or similar


Unit 103 Royal icing techniques

UAN: T/504/5584

Level: Level 1

Credit value: 4

GLH: 31



Aim: This unit provides the learner with the practical skills and knowledge needed to work with royal icing. The learner will develop practical skills using a range of techniques and equipment in the planning, preparation, construction and presentation of boards decorated with royal icing

Learning outcome

The learner will:

1. Be able to work safely and effectively using tools, equipment and materials

Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to working with royal icing

1.2 List tools, equipment and materials used to work with royal icing

1.3 Use tools, equipment and materials safely when working with royal icing

Range

Regulations:


Tools, equipment and materials

Food mixers, piping tubes, range of piping bags, icing ruler, range of knives, albumens, icing sugar, food colourings, boards, cake cards.

Design materials, eg paper, pens, pencils, paints, measuring tool etc.

Use tools, equipment and materials

Daily use and maintenance eg care, cleaning and storage, visual checks.

Use of PPE: apron, surface protection


Learning outcome

The learner will:

2. Know the characteristics of materials required to work with royal icing

Assessment criteria

The learner can:

2.1 Identify the ingredients required to make royal icing

2.2 List the characteristics of royal icing

2.3 List storage requirements for royal icing

Range

Ingredients

Albumen, icing sugar, icing strengtheners, food colourings

Characteristics

Icing consistencies, colour, taste

Storage requirements

Storage when not in use, storage during use and storage once coating is complete

Learning outcome

The learner will:

3. Be able to research and produce design ideas for working with royal icing

Assessment criteria

The learner can:

3.1 Research design ideas for royal icing techniques

3.2 Use design materials to sketch own design ideas for royal icing piping to show the use of:

Colour

Line

Texture

Range

Research

Research and collect a range of images, eg from magazines, books, internet, historical material, exhibitions.

Images should show particular emphasis on linear influences

Own design ideas

Use different board shapes, lines and marks suitable for piped royal icing designs


Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for working with royal icing

Assessment criteria

The learner can:

4.1 Select materials for a chosen design

4.2 Prepare materials for working with royal icing

4.3 Use materials to sample techniques and processes

4.4 List techniques used to make royal icing samples

4.5 Estimate the time required and cost to make a royal iced product

Range

Materials

Eg Boards, royal icing, food colours, piping tubes, piping bags

Prepare

Eg make royal icing, colour royal icing

Techniques and Processes

Make templates and use template to transfer design idea

Flat coat the boards, piped straight lines, curved lines, dots, rosettes, simple piped patterns

Texturing eg stippling, sponging; swirling

Colouring eg dusting, painting, food colouring

Learning outcome

The learner will:

5. Be able to create decorated royal iced boards

Assessment criteria

The learner can:

5.1 Develop a statement of intent

5.2 Decorate boards with royal icing to a selected design

5.3 Finish decorated royal iced boards

5.4 Present finished royal iced boards following a design specification

5.5 Produce a cost sheet

5.6 Produce production timescales

5.7 Evaluate completed royal iced boards


Range

Statement of intent

Written description of the suggested design which satisfies client requirements

Decorate

Flat coat the board, transfer the design, pipe the design.

Record the basic steps followed during the process including any adjustments eg photographic, written

Selected design

A simple sketch in colour indicating the size and royal iced techniques to be used

Finish

Neaten edges, add board edging, dusting

Present

Photograph and display the finished boards eg on a stand, fabric or sugar coated base board

Cost sheet

Material costs

Production timescale

time taken to plan, construct and complete the boards

Evaluate

Identify strengths and areas for improvement of the design and process


Unit 104 Decorate mini cakes with sugarpaste

UAN: F/504/5586

Level: Level 1

Credit value: 4

GLH: 30



Aim: This unit provides the learner with practical skills and knowledge needed to decorate small cakes with sugar paste. The learner will develop basic practical skills, using a range of materials, techniques and equipment in the designing, planning, preparation, decoration and presentation of a collection of mini-cakes.

Learning outcome

The learner will:


Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to working with sugarpaste

1.2 List tools, equipment and materials used to work with sugarpaste

1.3 Use tools, equipment and materials safely when working with sugarpaste

Range

Regulations



Range of knives, rolling pin, sugar shaker, spacers, cake smoother, ruler, cutters, cake boards, sugarpaste, buttercream, apricot glaze, clear alcohol, food safe work surface.

Design materials: eg paper, pens, pencils, paints, measuring tool etc.



Daily use and maintenance eg care, cleaning and storage, visual checks

Use of PPE: masks, apron, surface protection

Learning outcome

The learner will:

2. Know the characteristics of materials required to decorate mini cakes with sugarpaste

Assessment criteria

The learner can:

2.1 Identify the ingredients required to make creams

2.2 List the characteristics of commercial materials used to decorate cakes

sugarpastes

marzipans

jams

creams

2.3 List storage requirements for sugarpaste

Range

Ingredients

Fats, icing sugar, flavourings, food colours

Characteristics:

Consistencies, effect of adding colouring pastes, liquids and powders to sugarpaste, taste

Storage requirements:

Storage when not in use, storage during use and storage once cakes have been coated

Learning outcome

The learner will:

3. Be able to research and produce design ideas for sugarpasted mini cakes

Assessment criteria

The learner can:

3.1 Research design ideas for cakes decorated with sugarpaste

3.2 Use design materials to sketch own design ideas for sugarpasted mini cakes to show the use of:

Colour

Line

Texture


Range

Research

Research and collect a range of images eg from celebration occasions including weddings, birthdays and religious festivals, greetings cards, magazines, books, the internet, exhibitions, the natural and man made environment

Own design ideas

Develop coordinated original ideas eg sketches, collages, colour palettes

Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for decorating mini cakes with sugarpaste.

Assessment criteria

The learner can:


4.2 Prepare materials for decorating mini cakes with sugarpaste


4.4 List techniques and processes used to make sugarpaste samples

4.5 Estimate the time required and cost to decorate mini cakes with sugarpaste

Range

Materials

eg cake bases, coating mediums, food colours, etc

Prepare

eg cut cakes, colour sugarpaste, crumb coat cakes.


Use of cutters, preparing cake for coating, ie glaze, creams, marzipan, rolling out sugarpaste evenly and smoothly, applying sugarpaste to cakes and boards, texturing by impression of food safe tools, texturing by stippling or sponging colour on, colouring eg dusting, painting, single layer cut-outs, individual hand moulded shapes.


Learning outcome

The learner will:

5. Be able to decorate mini cakes with sugarpaste

Assessment criteria

The learner can:


5.2 Decorate mini cakes with sugarpaste to a selected design

5.3 Finish decorated mini cakes

5.4 Present finished decorated mini cakes following a design specification



5.7 Evaluate completed sugarpasted mini cakes

Range

Statement of intent


Decorate

Use techniques sampled


Selected design

A simple sketch in colour indicating the size and sugarpaste techniques to be used

Finish

Neaten edges, transfer to board, add board edging, dusting.

Present

Photograph and display the finished mini cakes (eg on a stand, fabric or sugar coated base board)

Cost sheet

Material costs


Time taken to plan, construct and complete the mini cakes

Evaluate



Unit 105 Decorate a gateau

UAN: D/504/5577

Level: Level 1

Credit value: 4

GLH: 28



Aim: This unit provides the learner with the practical skills and knowledge needed to make a gateau with edible decorations. The learner will develop basic practical skills, using a range of materials, techniques and equipment in the designing, planning, preparation, decoration and presentation of a gateau with edible decorations.

Learning outcome

The learner will:


Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to decorating gateaux

1.2 Identify health and safety risks relating to working with cream

1.3 List tools, equipment and materials used to decorate gateaux

1.4 Use tools, equipment and materials safely when decorating gateaux

Range

Regulations


Risks

eg temperature control


eg Range of knives, side scraper, ruler, sponge bases, cake boards, electric mixer, creams, fruits, maskings, jams, marzipan




Use of PPE apron, surface protection

Learning outcome

The learner will:

2. Know the characteristics of materials required to decorate gateaux

Assessment criteria

The learner can:

2.1 Identify the ingredients required to make creams

2.2 Identify a range of sponge cake bases used for making gateaux

2.3 List the characteristics of creams and sponge cake bases

2.4 List storage requirements for ingredients

creams

sponge cake bases

Range

Ingredients

eg fats, sugars, cream, flavourings, colourings

Sponge cake bases

eg Victoria, Madeira, Genoese

Characteristics

crumb, sponge texture, fat content of fillings


Storage of raw materials, combined materials and the gateau during and after the making process

Learning outcome

The learner will:

3. Be able to research and produce design ideas for gateaux

Assessment criteria

The learner can:

3.1 Research design ideas for gateaux

3.2 Use design materials to sketch own design ideas for gateaux to show the use of

Colour

Line

Texture


Range

Research

Research and collect a range of images eg from celebration occasions including weddings, birthdays and religious festivals, greetings cards, magazines, books, the internet, exhibitions, the natural and man made environment

Own design ideas

Develop original ideas eg, sketches, collages, colour palettes

Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for decorating a gateau

Assessment criteria

The learner can:


4.2 Prepare materials for decorating a gateau


4.4 List techniques and processes used to make gateau samples

4.5 Estimate the time required and cost to decorate a gateau

Range

Materials

eg sponge cake bases, creams, food colours, maskings, nuts, sprinkles

Prepare

eg make creams


Splitting and cutting sponge base, layering and arranging into vertical and/or horizontal patterns, coating with creams, masking sides, piped cream decorations, textured cream, edible decorations


Learning outcome

The learner will:

5. Be able to decorate a gateau with edible decorations

Assessment criteria

The learner can:


5.2 Decorate a gateau with edible decorations to a selected design

5.3 Finish a decorated gateau

5.4 Present a gateau with edible decorations following a design specification



5.7 Evaluate a completed gateau with edible decorations

Range

Statement of intent


Decorate

Use techniques sampled.


Selected design

A simple sketch in colour indicating the size and techniques to be used

Finish

Placement on a food safe surface

Present

Photograph and display a gateau with edible decorations eg on a stand or board

Cost sheet

Material costs

Production timescales

Time taken to plan, construct and complete the gateau

Evaluate



Unit 106 Create a sugar floral display

UAN: J/504/5587

Level: Level 1

Credit value: 4

GLH: 32



Aim: This unit provides the learner with the practical skills and knowledge needed to make botanically realistic and/or fantasy sugar flowers and foliage. The learner will develop basic practical skills using a range of materials, techniques and equipment in the planning, preparation, construction and presentation of a sugar floral display

Learning outcome

The learner will:


Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to working with sugar flowers and foliage

1.2 List tools, equipment and materials used to work with sugar flowers and foliage

1.3 Use tools, equipment and materials safely when working with sugar flowers and foliage

Range

Regulations



For making sugar flowers and foliage, eg, cutting tools, flower making tools, wires, dusting brushes, painting brushes, stamens, ribbons

Design materials, eg colouring materials, pencils, paper, measuring tool





Learning outcome

The learner will:

2. Know the characteristics of materials required to make a sugar floral display

Assessment criteria

The learner can:

2.1 List the characteristics of commercial materials used in making sugar floral components

2.2 List storage requirements for sugar floral components

Range

Characteristics

Eg Paste consistencies, paste ingredients and how these affect the consistency and colour of pastes, drying of petal paste components, paste and liquid food colours, dust colours, edible glues

Commercial materials

Petal paste, edible glues, colourings, wire, tape and stamens


Long term storage of unworked pastes, storage during the making process, storage of completed flowers and foliage

Learning outcome

The learner will:

3. Be able to research and produce design ideas for a sugar floral display

Assessment criteria

The learner can:

3.1 Research design ideas for a sugar floral display

3.2 Use design materials to sketch own design ideas for a sugar floral display to show the use of:

Colour

Line

Texture


Range

Research

Research and collect a range of images eg From sugar flower and floral books, fresh flowers, stylized flowers, natural and man made environments, magazines, websites, exhibitions

Own design ideas

Original ideas eg, quick sketches, collages, colour palettes

Select

Select designs developed from own ideas

Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for making a sugar floral display

Assessment criteria

The learner can:


4.2 Prepare materials for making a sugar floral display


4.4 List techniques and processes used to make sugar floral samples

4.5 Estimate the time required and cost to make a sugar floral display

Range

Materials

Eg Petal pastes, flower and leaf cutters, veiners, wire gauges, stamens, food colours

Prepare

Eg Bring paste to working consistency, colour the pastes, cut wires


Eg Flowers, buds and leaves (can be natural or stylized shapes, wired or unwired, made with cutters, templates or hand pulled), tooled petals and leaves, veined petals and leaves, formed petals and leaves, dried components, stamens, hand moulded flower centres, calyx, colouring to replicate natural flower or stylized effects, taped and assembled components


Learning outcome

The learner will:

5. Be able to create a sugar floral display.

Assessment criteria

The learner can:


5.2 Create a sugar floral display to a selected design

5.3 Finish a sugar floral display

5.4 Present a finished sugar floral display following a design specification



5.7 Evaluate a completed sugar floral display

Range

Statement of intent


Create

Use techniques sampled to make and assemble a floral display


Selected design

A simple sketch in colour indicating the size and sugar floral techniques to be used

Finish

Eg check visual balance, ensure all components are securely fixed

Present

Photograph and display the finished display, eg on a stand, fabric or sugar coated base board

Cost sheet

Material costs


Time taken to plan, construct and complete the finished display

Evaluate



Unit 107 Create a wired sugar floral corsage

UAN: L/504/5588

Level: Level 1

Credit value: 4

GLH: 31



Aim: This unit provides the learner with the practical skills and knowledge needed to make wired sugar flowers and foliage. The learner will develop basic practical skills using a range of materials, techniques and equipment in the planning, preparation, construction and presentation of a wired corsage

Learning outcome

The learner will:


Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to working with sugar flowers and foliage

1.2 List tools, equipment and materials used to work with sugar flowers and foliage

1.3 Use tools, equipment and materials safely when working with sugar flowers and foliage

Range

Regulations



For making sugar flowers and foliage, Eg, cutting tools, flower making tools, wires, dusting brushes, painting brushes, stamens, ribbons

Design materials: eg colouring materials, pencils, paper, measuring tool





Learning outcome

The learner will:

2. Know the characteristics of materials required to make a wired sugar floral corsage

Assessment criteria

The learner can:

2.1 List the characteristics of commercial materials used in making sugar floral components

2.2 List storage requirements for sugar floral components

Range

Characteristics

Eg Paste consistencies, paste ingredients and how these affect the consistency and colour of pastes, drying of petal paste components, paste and liquid food colours, dust colours, edible glues

Commercial materials

Petal paste, edible glues, colourings, wire, tape and stamens


Long term storage of unworked pastes, storage during the making process, storage of completed flowers and foliage

Learning outcome

The learner will:

3. Be able to research and produce design ideas for a wired sugar floral corsage

Assessment criteria

The learner can:

3.1 Research design ideas for wired sugar floral designs

3.2 Use design materials to sketch own design ideas for wired sugar floral corsages to show the use of:

Colour

Line

Texture


Range

Research

Collect a range of images eg From sugar flower and floristry books, natural and man made environments, magazines, websites, exhibitions

Own design ideas

original ideas eg, quick sketches, collages, colour palettes

Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for making a wired sugar floral corsage

Assessment criteria

The learner can:


4.2 Prepare materials for making a wired floral corsage


4.4 List techniques used to make sugar floral samples

4.5 Estimate the time required and cost to make a wired sugar floral corsage

Range

Materials

Eg Petal pastes, flower and leaf cutters, veiners, wire gauges, stamens, food colours

Prepare

Eg Bring paste to working consistency, colour the pastes, cut wires

Techniques and Processes:

Wired pulled flowers, wired cutter flowers and leaves using cutters and templates, buds, tooled petals and leaves, veined petals and leaves, formed petals and leaves, dried components, coloured, taped and assembled components, ribbon and wire accessories


Learning outcome

The learner will:

5. Be able to create a wired sugar floral corsage

Assessment criteria

The learner can:


5.2 Create a wired sugar floral corsage to a selected design

5.3 Finish a wired sugar floral corsage

5.4 Present a finished wired sugar floral corsage following a design specification



5.7 Evaluate completed wired sugar floral corsage

Range

Statement of intent


Create



Selected design

A simple sketch in colour indicating the size and sugar floral techniques to be used

Finish

Cut stem wires to even length, neaten with tape, check visual balance, fix securely to chosen display, show method of food safe storage and transportation

Present

Photograph and display the finished corsage, eg on a stand, fabric or sugar coated base board

Cost sheet

Material costs


Time taken to plan, construct and complete the finished corsage

Evaluate



Unit 108 Decorative techniques with chocolate coverings

UAN: J/504/5590

Level: Level 1

Credit value: 4

GLH: 31



Aim: This unit provides the practical skills and knowledge needed to work with chocolate coverings including ganache.

Learning outcome

The learner will:


Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to working with chocolate coverings

1.2 Identify health and safety risks relating to working with cream

1.3 List tools, equipment and materials used to work with chocolate coverings

1.4 Use tools, equipment and materials safely when working with chocolate coverings


Range

Regulations


Risks

eg temperature control


eg clean food safe work surface, knives, cutters, moulds, saucepan, bowls, whisk, chocolate coverings dark, milk and white, fresh and longlife cream, butter, chopped nuts, coconut, cocoa, icing sugar, ground almonds, cake crumb, piping bags, piping tubes, pastry brush, cake cases, hob or microwave, refrigerator





Learning outcome

The learner will:

2. Know the characteristics of materials required to work with chocolate coverings

Assessment criteria

2.1 Identify the commercial materials used to make

ganache

truffle mix

2.2 List the characteristics of chocolate coverings

2.3 List storage requirements for chocolate coverings and related products

Range

Commercial Materials

Eg Bakers chocolate, readily available chocolate coverings, blocks, drops, chips, callets, fresh cream, longlife cream, cake, butter, jams, alcohol

Characteristics:

Eg Cocoa butter content, types of fat content, fluidity, taste


Storage when not in use, storage during use and storage once items are made using chocolate coverings, ganache or truffles


Learning outcome

The learner will:

3. Be able to research and produce design ideas for working with chocolate coverings

Assessment criteria

The learner can:

3.1 Research design ideas for working with chocolate coverings

3.2 Use design materials to sketch own design ideas for chocolate covered cakes and truffles to show the use of:

Colour

Line

Texture

Range

Research

Collect a range of images, eg from magazines, chocolate and recipe books, internet, exhibitions

Own design ideas

Develop original ideas eg Sketches, collages, line patterns, shapes, embossed textures, rubbings

Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for working with chocolate coverings

Assessment criteria

4.1 Select materials for the chosen designs

4.2 Prepare materials for working with chocolate coverings


4.4 List techniques and processes used to work with chocolate coverings

4.5 Estimate the time required and cost to make chocolate covered items


Range

Materials

Eg plain, milk and white chocolate, sponge bases, truffle mix, ganache, jams

Prepare

Eg sponge base, melt chocolate, prepare ganache, prepare truffle mix, suitable surfaces for pouring and setting chocolate

Techniques and processes

Coating, pouring, marbling, spinning, piping, cut-outs, polka dots, texturing, forming truffle shapes, whipping ganache

Learning outcome

The learner will:

5. Be able to work with chocolate coverings

Assessment criteria

The learner can:


5.2 Create chocolate covered cakes and truffles to a selected design

5.3 Finish decorated cakes and truffles

5.4 Present decorated cakes and truffles following a design specification



5.7 Evaluate completed decorated cakes and truffles

Range

Statement of intent


Create



Selected design

A simple sketch in colour indicating the shape of the cakes and truffles, the decorative ideas and techniques to be used

Finish

Arrange the decorated cakes and truffles securely on a food safe surface

Present

Display and photograph the finished decorated cakes and truffles individually or as a group


Cost sheet

Material costs


Time taken to plan, construct and complete the decorated cakes and truffles

Evaluate



Unit 109 Creating decorated pastillage plaques

UAN: L/504/5591

Level: Level 1

Credit value: 4

GLH: 31



Aim: This unit provides the learner with the practical skills and knowledge needed to work with pastillage. The learner will develop practical skills using a range of materials, techniques and equipment in the planning, preparation, construction and presentation of decorated pastillage plaques

Learning outcome

The learner will:


Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to working with pastillage

1.2 List tools, equipment and materials used to work with pastillage

1.3 Use tools, equipment and materials safely when working with pastillage

Range

Regulations



Eg, clean food safe work surface, cutting tools, rolling pin, sieve, scraper, icing sugar, gum, royal icing, cornflour, cutters, templates, stencils, glues, food colourings, plastic bags






Learning outcome

The learner will:

2. Know the characteristics of materials required to make decorated pastillage plaques

Assessment criteria

The learner can:

2.1 Identify the ingredients required to make pastillage

2.2 List the characteristics of pastillage

2.3 List storage requirements for pastillage

Range

Ingredients

Icing sugar, pre-mixed royal icing, cornflour, natural or man made gums, glues, glucose, lemon juice, food colourings

Characteristics

Consistency, strength, elasticity, porosity of dried paste for decorative techniques being applied


Storage when not in use, storage during use and storage once plaques are decorated

Learning outcome

The learner will:

3. Be able to research and produce design ideas for decorated pastillage plaques

Assessment criteria

The learner can:

3.1 Research design ideas for pastillage plaques

3.2 Use design materials to sketch own design ideas for decorated pastillage plaques to show the use of:

colour

line

texture

Range

Research

Collect a range of images, eg from magazines, books, internet, historical material, exhibitions

Own design ideas

Develop original ideas eg Sketches showing the use of different base shapes, cut off-pieces, surface texture, mark making lines and colour, stencils.


Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for making decorated pastillage plaques

Assessment criteria

The learner can:


4.2 Prepare materials for creating pastillage plaques


4.4 List techniques used to make pastillage plaque samples

4.5 Estimate the time required and cost to make decorated pastillage plaques

Range

Materials

eg pre-prepared hand made pastillage, cornflour, food colouring, templates, stencils, knives, cutters, drying surfaces, mark making (food colour)

Prepare

Eg make pastillage taking into account development time of the paste, colour pastillage


Make template shapes and use template to transfer design ideas

Rolling, cutting, forming, drying, stencilling, cutouts

Create surface textures, eg stippling, sponging; swirling, combing

Colouring eg dusting, painting, food colouring

Learning outcome

The learner will:

5. Be able to create decorated pastillage plaques

Assessment criteria

The learner can:


5.2 Create decorated pastillage plaques to a selected design

5.3 Finish decorated pastillage plaques

5.4 Present decorated pastillage plaques following a design specification



5.7 Evaluate completed decorated pastillage plaques


Range

Statement of intent


Create



Selected design

A simple sketch in colour indicating the shapes of the plaques and the decorative ideas and techniques to be used

Finish

Arrange the pastillage plaques and secure

Present

Display and photograph the finished pastillage plaques eg on a stand, fabric or sugar coated base board

Cost sheet

Material costs


Time taken to plan, construct and complete the decorated pastillage plaques

Evaluate



Unit 110 Decorating cupcakes and cake pops

UAN: R/504/5592

Level: Level 1

Credit value: 4

GLH: 29



Aim: This unit provides the learner with the practical skills and knowledge needed to decorate cup cakes and to make and decorate cake pops. The learner will develop basic practical skills, using a range of materials, techniques and equipment in the designing, planning, preparation, decoration and presentation of decorated cup cakes and cake pops

Learning outcome

The learner will:


Assessment criteria

The learner can:

1.1 Identify health and safety regulations relating to decorating cup cakes and cake pops

1.2 List tools, equipment and materials used to decorate cup cakes and cake pops

1.3 Use tools, equipment and materials safely when decorating cup cakes and cake pops


Range

Regulations

Health and Safety at Work Act, Food hygiene, PAT Testing


Eg Food mixer, range of knives, Savoy tubes, piping bags, cutters, moulds, cake pop sticks, sponge bases, crushed biscuits, creams, icings, frostings, chocolate, nuts, candy melts, sprays, coatings, edible sprinkles

Design materials, eg paper, pens, pencils, paints, measuring tool etc.




Learning outcome

The learner will:

2. Know the characteristics of materials required to decorate cup cakes and cake pops

Assessment criteria

The learner can:

2.1 Identify the ingredients required to make creams and frostings

2.2 Identify a range of sponge cake bases for a variety of dietary requirements

2.3 List the characteristics of creams, frostings, coatings and sponge cake bases

2.4 List storage requirements for edible components

creams

frostings

coatings

cake bases

Range

Ingredients

Fats, icing sugar, flavourings, food colours

Sponge cake bases

eg Victoria, Madeira, Genoese.

Dietary requirements

eg diabetic, gluten free, eggless, fat free, vegan, food related allergies

Characteristics

consistencies, texture, taste


Storage when not in use, storage during use and storage once cakes have been coated.


Learning outcome

The learner will:

3. Be able to research and produce design ideas for cup cakes and cake pops

Assessment criteria

The learner can:

3.1 Research design ideas for cup cakes and cake pops

3.2 Use design materials to sketch own design ideas for cup cakes and cake pops to show the use of:

Colour

Line

Texture

Range

Research

Research and collect a range of images eg from celebration occasions including weddings, birthdays and religious festivals; greetings cards; magazines; books; the internet; exhibitions; the natural and man made environment

Learning outcome

The learner will:

4. Be able to sample materials, techniques and processes for decorating cup cakes and cake pops

Assessment criteria

The learner can:


4.2 Prepare materials for decorating cup cakes and cake pops


4.4 List techniques and processes used to make cup cake and cake pop samples

4.5 Estimate the time required and cost to decorate cup cakes and cake pops


Range

Materials

eg cake bases, coating mediums, crushed biscuits, marshmallows, food colours, alcohol etc

Prepare

Eg make and colour creams and coatings

Techniques and Processes:

Prepare cupcakes for piping, pipe using Savoy tubes, combine crumbs with creams or frostings to create a crumb mixture, moulding crumb mixture into cake pop shape using hands, cutters and moulds, apply frostings and coatings to prepared bases, make edible cutouts and hand moulded shapes, apply decorative finishes, edible sprinkles and/or sugarpaste cutouts.

Learning outcome

The learner will:

5. Be able to decorate cup cakes and cake pops

Assessment criteria

The learner can:


5.2 Make cake pops to a selected design

5.3 Decorate cup cakes and cake pops to a selected design

5.4 Finish decorated cup cakes and cake pops

5.5 Present finished decorated cup cakes and cake pops following a design specification



5.8 Evaluate completed cup cakes and cake pops


Range

Statement of intent


Make

Combine cake pop ingredients, shape or mould to selected design and secure to stick

Decorate

Use techniques sampled.


Selected design

A simple sketch in colour indicating size and techniques to be used.

Finish

Neaten edges, arrange on a board or in a receptacle suitable for the display purposes

Present

Photograph and display the finished cup cakes and cake pops eg (on a stand, fabric or sugar coated base board)

Cost sheet

Material costs


Time taken to plan, construct and complete the cup cakes and cake pops

Evaluate



Appendix 1 Sources of general information

The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on www.cityandguilds.com.

Centre Manual - Supporting Customer Excellence contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification, as well as updates and good practice exemplars for City & Guilds assessment and policy issues. Specifically, the document includes sections on:

The centre and qualification approval process

Assessment, internal quality assurance and examination roles at the centre

Registration and certification of learners

Non-compliance

Complaints and appeals

Equal opportunities

Data protection

Management systems

Maintaining records

Assessment

Internal quality assurance

External quality assurance.

Our Quality Assurance Requirements encompasses all of the relevant requirements of key regulatory documents such as:

Regulatory Arrangements for the Qualifications and Credit Framework (2008)

SQA Awarding Body Criteria (2007)

NVQ Code of Practice (2006)

and sets out the criteria that centres should adhere to pre and post centre and qualification approval.



Access to Assessment & Qualifications provides full details of the arrangements that may be made to facilitate access to assessments and qualifications for learners who are eligible for adjustments in assessment.

The centre homepage section of the City & Guilds website also contains useful information such on such things as:

Walled Garden: how to register and certificate learners on line

Events: dates and information on the latest Centre events

Online assessment: how to register for GOLA/e-volve assessments.

Centre Guide – Delivering International Qualifications contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification. Specifically, the document includes sections on:

The centre and qualification approval process and forms

Assessment, verification and examination roles at the centre

Registration and certification of learners

Non-compliance

Complaints and appeals

Equal opportunities

Data protection

Frequently asked questions.

Useful contacts

UK learners

General qualification information

T: +44 (0)844 543 0033

E: [email protected]

International learners

General qualification information

T: +44 (0)844 543 0033

F: +44 (0)20 7294 2413


Centres

Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results

T: +44 (0)844 543 0000

F: +44 (0)20 7294 2413


Single subject qualifications

Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change

T: +44 (0)844 543 0000

F: +44 (0)20 7294 2413

F: +44 (0)20 7294 2404 (BB forms)


International awards

Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports

T: +44 (0)844 543 0000

F: +44 (0)20 7294 2413


Walled Garden

Re-issue of password or username, Technical problems, Entries, Results, e-assessment, Navigation, User/menu option, Problems

T: +44 (0)844 543 0000

F: +44 (0)20 7294 2413


Employer

Employer solutions, Mapping, Accreditation, Development Skills, Consultancy

T: +44 (0)121 503 8993


Publications

Logbooks, Centre documents, Forms, Free literature

T: +44 (0)844 543 0000

F: +44 (0)20 7294 2413

Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication.

If you have a complaint, or any suggestions for improvement about any of the services that we provide, email: [email protected]

About City & Guilds

As the UK’s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. We offer over 500 qualifications across 28 industries through 8500 centres worldwide and award around two million certificates every year. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training.

City & Guilds Group

The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Land Based Services (land-based qualifications), the Centre for Skills Development (CSD works to improve the policy and practice of vocational education and training worldwide) and Learning Assistant (an online e-portfolio).

Copyright

The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions:

centre staff may copy the material only for the purpose of teaching learners working towards a City & Guilds qualification, or for internal administration purposes

learners may copy the material only for their own use when working towards a City & Guilds qualification

The Standard Copying Conditions (see the City & Guilds website) also apply.

Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council.

Published by City & Guilds, a registered charity established to promote education and training

City & Guilds

1 Giltspur Street

London EC1A 9DD

T +44 (0)844 543 0000

F +44 (0)20 7294 2413

www.cityandguilds.com

HB-01-7159

Level 1 Award / Certificate in Sugarcraft (7159-01/11) · 2 City & Guilds Level 1 Award /...

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Transcript of Level 1 Award / Certificate in Sugarcraft (7159-01/11) · 2 City & Guilds Level 1 Award /...